Education is a difficult road that needs a long-term strategy in view of the current dispersion of the student, namely to carry out tests for the student daily and to make the student most involved in the classroom through reports and visual presentation of scientific films and critical thinking and the flow of collective thinking via crobats and individual helps to discover the student's abilities with himself and with the group

Dear Ms. Nayyef!

You raised an important topic. Please let me state this problem-solving process is a case - and context-dependent one. Adaptive learning practices are in the focus:

1) Rincon-Flores, E.G., Castano, L., Guerrero Solis, S.L. et al. Improving the learning-teaching process through adaptive learning strategy. Smart Learn. Environ. 11, 27 (2024). https://doi.org/10.1186/s40561-024-00314-9, Open access:

Article Improving the learning-teaching process through adaptive lea...

2) Jacqueline Anton, Mark J. Van Ryzin, Reducing teacher stress and burnout and enhancing self-efficacy through technology-supported small-group instruction, Social and Emotional Learning: Research, Practice, and Policy, Volume 4, 2024, https://doi.org/10.1016/j.sel.2024.100053, Open access: Article Reducing teacher stress and burnout and enhancing self-effic...

3) A case study: Li, L., Hu, Y., Yang, X. et al. Enhancing pre-service teachers’ classroom management competency in a large class context: the role of fully immersive virtual reality. Humanit Soc Sci Commun 11, 1050 (2024). https://doi.org/10.1057/s41599-024-03538-9, Open access: https://www.nature.com/articles/s41599-024-03538-9

Sincerely, Bulcsu Szekely

Measuring Effectiveness

Student Engagement

Levels Observation: Monitor how engaged students are during lessons. Are they participating actively or disengaged?

Student Surveys: Use tools like Likert scale surveys to gather feedback on classroom dynamics.

Behavioral Metrics: Track occurrences of disruptions, tardiness, or disciplinary actions.

Academic Performance

Test Scores and Assignments: Assess trends in performance to determine if management strategies are supporting learning.

Formative Assessments: Frequent low-stakes assessments can indicate whether the classroom environment is conducive to learning.

Teacher Reflections

Journals or Logs: Reflect on classroom interactions, noting challenges and successes.

Self-Assessments: Use rubrics or checklists to evaluate adherence to best practices.

Peer and Supervisor Feedback

Observation by Peers: Invite colleagues to observe and provide constructive feedback.

Administrative Evaluations: Incorporate feedback from formal evaluations by school leadership.

Parent and Student Feedback

Parent-Teacher Conferences: Discuss behavioral and academic progress with parents.

Anonymous Feedback Forms: Allow students to share their perceptions of classroom management anonymously.

Improving Effectiveness

Professional Development

Attend workshops on effective classroom management.

Explore evidence-based strategies like Positive Behavioral Interventions and Supports (PBIS).

Clear Expectations and Routines

Establish and consistently enforce clear rules and routines.

Use visual aids or posters to remind students of expectations.

Build Positive Relationships

Foster a respectful and supportive classroom culture.

Get to know students individually to tailor strategies to their needs.

Active Monitoring

Use proximity and movement to maintain awareness of the classroom.

Address issues promptly and fairly.

Differentiated Approaches

Adapt strategies to the age, cultural background, and specific needs of students.

Incorporate inclusive practices that respect diversity.

Data-Driven Adjustments

Analyze data collected from observations and assessments to identify trends.

Adjust strategies based on what works and discard ineffective approaches.

Incorporate Technology

Use classroom management apps or tools for attendance, behavior tracking, and communication.

Implement gamified systems to motivate positive behaviors.

Measuring the effectiveness of classroom management is a key-concept of a teaching method called "Learning by design". There is a whole book on the topic, with some easy-to-implement suggestions: Cope, Bill and Mary Kalantzis (eds). 2015. A Pedagogy of Multiliteracies: Learning By Design. Palgrave: London.

My best measure of the dynamics proposed in the classroom by the teacher: 1. The face of your students is everything. 2. Learn how they learn to understand their real needs. 3. Find out if your proposals can be in line with their real needs and their learning expectations.

Analysis of the performance of learners is a robust mechanism through which classroom management strategies may be measured. By allowing students to express their knowledge derived from their understanding of material presented to them through written and/or spoken delivery, facilitators will recognize the effectiveness of the strategy used. Bearing in mind that learning takes place at an individual level, demonstration of knowledge through rational expression enables a reviewer to analyse the effects of a given classroom strategy on the individual and on the whole class. This evidence sets the tone for adjustments to classroom management strategies designed to meet the expressed needs of the learners.

Teachers can use quantitative techniques like behavior tracking and standardized tests, as well as qualitative techniques like student feedback and observations, to gauge how well their classroom management techniques are working. Teachers should use evidence-based approaches, proactive management techniques, clear expectations, ongoing professional development, and implementation fidelity monitoring to improve these initiatives. These actions contribute to the development of a constructive learning atmosphere that raises student interest and lowers disruptive conduct.

Bada, H. A., Tengku Ariffin, T. F., & Nordin, H. B. (2020). The Effectiveness of Teachers in Nigerian Secondary Schools: The Role of Instructional Leadership of Principals. International Journal of Leadership in Education, 27(1), 44–71. https://doi.org/10.1080/13603124.2020.1811899

Teacher Education and Special Education 2017, Vol. 40(2) 140–153 © 2017 Teacher Education Division of the Council for Exceptional Children Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/0888406417700961 journals.sagepub.com/home/tes